Through review, students can deepen their understanding of integers and decimals, and know that the numerical sequence table of integers and decimals will be rewritten into tens of thousands and hundreds of millions. The following is the relevant content I have compiled. Welcome to read the reference!

Fourth grade mathematics courseware

Teaching objectives:

1. Through review, students can deepen their understanding of integers and decimals, and know that the numerical sequence table of integers and decimals will be rewritten into tens of thousands and hundreds of millions.

2. Appreciate the value of numbers in describing the quantitative relationship and spatial form in the real world, and further develop the sense of numbers.

3. Further feel the fun of learning mathematics through review, cultivate students' positive feelings about mathematics and improve their confidence in learning mathematics well.

Teaching focus:

The concept of number.

Teaching difficulties:

Understand the concept of number flexibly.

Teaching process:

First, review the old knowledge: observe the numbers in life and understand the meaning of numbers.

1. Observe the numbers in life (the courseware displays the information in the theme map)

Teacher: Please look at the information on the screen. What familiar numbers can you find in this information?

Blackboard: There are integers, decimals, negative numbers, fractions and percentages.

2. Understand the meaning of numbers

Teacher: Do you know the meaning of these numbers in the message?

Summary: Numbers are widely used in our lives, and our production and life are inseparable from numbers.

In this lesson, we will review the knowledge about numbers together. (uncover the topic)

Second, inductive classification and communication.

The first number axis

Comparison of positive and negative numbers, comparison of integer and natural number.

Can you name these numbers on the axis?

B.what do you know about positive and negative numbers?

(Deduction: negative number is to the left of 0, positive number is to the right of 0, negative number is less than positive number, and 0 is neither positive nor negative)

What are the numbers of c and 0? (Deduction: Integer or Natural Number)

D. which numbers are integers? What is the largest integer? What is the smallest integer?

What numbers are natural numbers? What is the smallest natural number? What is the largest natural number?

E, what's the difference between integer and natural number?

A natural number is part of an integer. )

(Besides natural numbers, there are numbers like-1, -2, -3, -4-called negative integers.

(So 1, 2, 3, 4 can also be called positive integers. )

(The counting unit of natural numbers is 1)

F. What are most of the numbers we learn in primary school?

G. What numbers are there on the number axis besides integers?

The second number axis

1, compare fractions with decimals: (Deduce the meaning and unit of fractions, decimals are special fractions. )

Can you mark these figures?

Mark 2.50,-1/

2 reporting process

A. How did the student find the corresponding points of fractions and decimals respectively?

B, who listened clearly? (In fact, it was discovered by using the meaning of fractions and decimals. )

C. what is the meaning of the score? Fractional unit? What is the meaning of decimals? What is the counting unit of decimals?

What is the counting unit of integers?

Courseware demonstration: (used to express the scores of one tenth, one hundredth and one thousandth ~ ~ can be expressed in decimals. )

Transition: Visible decimal is another form of decimal. But it is very similar to an integer in writing, so what makes decimals and integers so similar?

2. Compare decimals with integers

Derived digit sequence table

3. Classification of scores: (leading to false scores and true scores)

First, the concepts of true score and false score,

B, size

C. False fractions can be converted into integers when the numerator is a multiple of the denominator, and into fractions when the numerator is not a multiple of the denominator.)

4. Classification of decimals

Teacher: What other decimals do you know? (for example)

Teacher: What's the difference between these decimals? (blackboard writing: finite decimal, infinite decimal)

Third, consolidate the practice.

(A), right or wrong

1, because the ratio is large, the decimal unit of is greater than. ( )

2. The smallest positive number is 1, and the largest negative number is-1. ( )

3, 0.04 and 0.040 are equal in size, and the counting units are also equal. ( )

4. Infinite decimal is greater than finite decimal. ( )

3% of 5 or 9 meters is 27% meters. ( )

(2) Fill in the blanks

1, one day, the lowest temperature in Shenyang is MINUS 7 degrees Celsius, which is recorded as ()℃; The lowest temperature in Shanghai is 5 degrees Celsius above zero, recorded as ()℃

2. In the four numbers of 23, 0.52 and 203.7, "2" means 2 (), 2 (), 2 () and 2 () respectively.

The decimal unit of 3,5/9 is (), and there are () such decimal units in it. If at least () such decimal units are added together, it becomes a false fraction.

4,3/4 = () (decimal) = ()%

5. Divide 3kg raisins into 4 packages, each package is () kg, and each package accounts for () of the total.

(3) In product identification, which lines represent quantity and which codes?

Fourth, summarize the prospect.

In this lesson, we have made a preliminary arrangement of the numbers we learned in primary school, because with numbers, our knowledge is thicker and our life is richer; I hope the students will use your wisdom to discover and create more numbers.